| Effective Term: | 2024/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Cardiovascular and Respiratory Focused Physiotherapy |
| Unit ID: | NHPPS2024 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (NHPPS2013 and NHPPS2113) |
| Co-requisite(s): | (NHPPS2124) |
| Exclusion(s): | Nil |
| ASCED: | 061701 |
| Other Change: | |
| Brief description of the Unit |
The unit provides physiotherapy students with an introduction to acute care issues as they relate to physiotherapy practice. Students apply their knowledge of body systems, particularly the cardiopulmonary system, gained in the Anatomy and Physiology units, to the analysis of clinical cases commonly seen across the lifespan in the acute health care setting. Students acquire assessment and intervention skills and further develop clinical reasoning abilities. This unit contains 10 hours of Professional Experience Placement |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | Yes - days |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Understand the impact of acute and chronic cardiorespiratory dysfunction on functional capacity and describe the implications for adult and paediatric acute care/ cardiorespiratory physiotherapy through the care continuum using sound clinical reasoning skill |
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| K2. | Explain the physiological rationale for the application of selected physiotherapy treatment techniques for adult and paediatric acute, subacute, and chronic care/cardiorespiratory patients |
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| Skills: |
| S1. | Demonstrate proficient and safe professional performance of selected physiotherapy techniques for individuals in an acute, subacute, and chronic care setting |
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| S2. | Develop appropriate physiotherapy relevant problem lists for individuals who have cardiorespiratory dysfunction |
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| S3. | Demonstrate an introductory understanding of appropriate physiotherapy treatment techniques for paediatric cardiorespiratory presentations |
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| Application of knowledge and skills: |
| A1. | Relate the structure and function of body systems to key illnesses and diseases seen in the acute, subacute, and chronic care setting to establish assessment findings and justify appropriate clinical interactions for patients across the lifespan |
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| A2. | Evaluate the literature relevant to a selected cardiac or pulmonary condition and utilising sound written communication skills, relate the findings to rehabilitation for this condition, in a timely manner |
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| Unit Content: |
Topics may include: Anatomy of the cardiorespiratory system Objective assessment Radiology – chest x-ray Respiration & ventilation Pulmonary function testing and MDI Integration of assessment, developing a problem list Gas exchange, ventilation/perfusion, alveolar hypoventilation and increasing ventilation Mucociliary clearance techniques Case Scenarios including abdominal surgery, respiratory conditions and other surgeries Exercise including pulmonary and cardiac rehabilitation Development of a treatment plan and evaluation Neonatal/ paediatric lung conditions Clinical reasoning Simulation |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | N/A - Not Applicable | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, S1, S2, A1, A2 | Tutorial participation and collaborative learning | Participation & resource contribution | 5-20% | | 2. | K1, K2, S2, A1, A2 | Written presentation on concepts from classroom and laboratory sessions | Presentation/Essay | 20-30% | | 3. | K1, K2, S1, S2, S3, A1 | Skills Mastery | Practical Assessment | S/U | | 4. | K1, K2, S1, S2, S3, A1 | Practical assessment of concepts and skills from workshop sessions | Practical Exams | 25-40% | | 5. | K1, K2, S1, S2, A1, A2 | Content from classroom and laboratory sessions | Written Final Examination | 25-40% |
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